Lesson Title: Healthy Living

Teacher: Miss Katya Outwater

Subject: Nutrition Grade Level: 2
Time Required: 50 minutes over 3 days
Topic:
Health, Nutrition, Physical Education

Essential Question:
What foods help make and keep our bodies healthy? What activities help maintain a
healthy lifestyle?
Prerequisites (Prior knowledge)
Students will think about the food and beverages that they consume in their day to day
life at home and at school. They will use their knowledge of healthy foods versus junk
food in order to read and apply the food pyramid to their everyday lives. Students will
also incorporate their knowledge about what constitutes an activity as physical.

Students will make reference to the food pyramid and its guidelines and purpose of use.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

Standard 1 : Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain
physical fitness, participate in physical activity, and maintain personal health.

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

Students will know… Student will be able to…

• Vocabulary of the food pyramid • Categorize different foods using the

• Corresponding colors of the food food pyramid format
pyramid • Recognize different ways to be and
• Guidelines for using the food remain physically active
pyramid • Analyze the foods they eat and
• Possible health risks due to non activities they participate in and
healthy living recognize changes that can be made
• Create a food log
• Create a menu that follows the
guidelines of the food pyramid

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Students will be asked to log their food intake as well as activity levels for two
nights.

Post-test: Students will be responsible for creating an electronic menu that corresponds
to the food pyramid for our class project. Students will need to include a main course,
side dish, and beverage. Students may choose any meal of the day to create their menu
around.

(Performance Assessments: )

Students will be assessed on their journals and menus based on a 4 scale rubric.

(Other Assessments: Peer, Self)

Students will be separated into groups according to the meal in which they chose to
create a menu for. Students will be asked to compare meals and give feedback to their
group members.

Students will be given a verbal assessment by the teacher regarding their journals to
determine what changes they think they can make to enhance healthy living.

(Assessment Adaptations)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.

Students will now be asked to think about what kinds of foods they like to eat. Students will be
asked to brainstorms lists of foods that they would eat every day if they had the choice to make
their own meals. Each student will be asked to share one food that they came up with. They will
then be asked, using their prior knowledge if it fits into any category on the food pyramid and if so
which one.

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).

Students will be given a worksheet that displays the serving sizes that correspond to the
food pyramid. The worksheet will be similar to this: Portion Control. Teacher will then
provide an example of a menu created around personal serving sizes and corresponding
to the food pyramid. Students will be given an example of a completed classroom menu
project as well as other way to display the knowledge learned about Nutrition. For example
Food Pyramid Rap

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)
• Teacher will explain the food pyramid
by using a poster as an example
• Teacher will provide examples of
healthy foods versus junk foods and
active and idle activities
• Teacher will play songs referencing
Nutritional issues
• Teacher will provide a sample work
showing the how food and exercise
can be logged
• Teacher will conduct a game
• Teacher will provide first draft of
sample menu
• Teacher will show students how to
convert their menu into a Word
document
Adaptations to the Instructional Sequence to Differentiate:
Student activity (The student is doing…)
• Students are completing a worksheet
on the food pyramid
• Students are listening to the CD’s
and making connection to the food
pyramid and prior knowledge
• Students are contributing ideas about
nutrition and physical activity to the
discussion
• Students are creating journals to
track food intake and exercise
• Students are brainstorming ideas for
their portion of the class menu
• Students will create a first draft of
their menu
• Students will work in the computer
lab to put their menu into a word
document including graphics

Discussion and Assessment of Learning:

(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Students will be asked why they think that leading a healthy lifestyle is important. Students will be given a
list (including brief explanations) about the possible risks at stake to leading an unhealthy life
Students will be asked to share ways in which they could choose to practice a healthier lifestyle

Closure:
Extensions for early finishers: Students who finish early with their menu may begin searching the
web for nutritional games to play i.e. My Pyramid Blast Off

Alternate strategies for struggling students or those who learn differently: Students who are
struggling with computing their ideas may seek the help of another student or teacher.

Procedures:
(already established procedures to be used and procedures to be taught for this lesson)

• How to read a food pyramid

• Categorizing food into groups
• What is physical activity
• Do we practice healthy lifestyles? Personal reflections
• Game-Students will take part in a game in which a bucket is place in the center of the
room. The bucket will represent the human body. All around the bucket will be cut outs of
different foods and exercises. One by one each student will be given the opportunity to pick
a cut out of choice and place it into the bucket. Students must be careful to choose foods
and exercises that correspond with the food pyramid guidelines that we discussed. After
each student gets a turn, as a class we will take the contents out and categorize them into
the respective food pyramid groups. With our findings we will be able to examine if we
created a healthy lifestyle for our body.
• Menu- Students will each create a rough draft of their menu. Students will then go into the
computer lab and transfer their menus onto a Word document and include graphics using
Clip Art.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)

• Computer lab
• Sample Menu
• Serving Size Worksheet

(Parent/Community Resources)

• Parents will be sent home a handout listing tips for healthy living that can be
practiced at home with their children
• Information for the local Community or Recreational Center will be sent home as
well providing a calendar of free events (i.e. free swim) for parents to involve their
children in to help them become and remain active
• Parents will be sent home the menu that their child, as well as the menus of the
rest of the class, to provide healthy meal ideas that parents and children can make
together

(Contact Information)

Katya Outwater
Outw2827@fredonia.edu

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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